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1  9 

Bureau  of  municipal  research, 

New  York. 

Outside  cooperation  with  the 
public  schools  of  greater  New 
v0rk. 


:iiW 


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"jrt£s->- 


OUTSIDE  COOPERATION 

WITH 

THE  PUBLIC  SCHOOLS 


OF 


GREATER  NEW  YORK 


This  report  is  based  upon  returns  from  163  outside 
agencies,  the  city  superintendent's  reports  for 
1902-1911,  the  board  of  education's  and  board  of 
superintendents'  minutes  for  1905-1911,  and  news- 
paper flies  for  1906-1911 


Submitted  March,  1912 

to  the 

Board  of   Estimate's   Committee 
on   School   Inquiry 


Abridged  Edition:     Price,  25  Cents 


BUREAU  OF   MUNICIPAL   RESEARCH 
261    Broadway 


CONTENTS 


Foreword    by    trustees    and    directors    of    the    Bureau    of    Municipal 

Research _ 3 

Scope  of  study  and  sources  of  information 5 

Significant  facts  as  to  cooperation  offered 

The  amount  available 7 

Value  of  cooperation  received 13 

Treatment  by  school  officials _ 21 

Method 22 

Tentative  suggestions  for  increasing  and  strengthening  outside  co- 
operation with  public  schools- 26 

Mentions  of  outside  interest  in  the  annual  reports  of  the  city  super- 
intendent for  1902-1911 45 

Summary  of  697  communications  received  by  the  board  of  education 
and  the  board  of  superintendents  from  agencies  and  individuals 
outside  the  school  system  from  1905— June,  1911 46 


The  photographs  here  printed  are 
from  plates  used  in  recent  years  by 
the  agencies  furnishing  them  to  il- 
lustrate their  work  for  public  school 
children 


>  >  >  » 

»     .     l         »     >    » 


I 

OUTSIDE   COOPERATION 

WITH 

THE  PUBLIC  SCHOOLS 

OF 

GREATER  NEW  YORK 


Submitted  March,  1912 

to   the 

Board  of   Estimate's  Committee 
on    School    Inquiry 


Trustees  of  the  Bureau  of  Municipal  Research 

Albert  Shaw,  Chairman  Victor  Morawetz 

R.  Fulton  Cutting,  Treasurer  John  B.  Pine 

Joseph  W.  Harriman  Frank  L.  Polk 

George  B.  Hopkins  Edwin  R.  A.  Seligman 

Bradley  Martin,  Jr.  Frank  Tucker 


Directors 

William    H,   Allen 
Henry   Bruere 
Frederick  A.  Cleveland 


*  •  • 

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friuaie  Utatitttg  &ar& 


Will  Newspapers  Help  School  Superintendents 
Present  School  Facts  to  the  Public  ? 

At  the  St.  Louis  meeting  of  fhe  division  of  super- 
intendence, N  E  A.,  1912,  Superintendent  J.  M. 
Greenwood  of  Kansas  City  asked  someone  to  tell 
him  how  to  carry  out  the  third  of  six  lines  of  attack 
cited  for  learning  a  community's  unmet  school 
needs : 

By  making  it  easy  for  newspapers  to  report 
what  the  schools  do  and  need 

Clippings  that  come  to  us  indicate  that  main- 
school  superintendents  have  been  very  successful 
in  securing  the  cooperation  of  their  local  news- 
papers. We  refer  specifically  to  our  School  Stories, 
to  the  editors  of  the  New  York  Globe,  Evening  Sun, 
Brooklyn  Daily  Eagle,  Times,  Philadelphia  Record, 
Springfield  Union,  Hudson  Observer  (N.  J.  )  If  you 
care  to  tell  how  you  have  done  it,  or  if  you  have 
questions,  we  shall  be  glad  to  pass  both  testitnon}- 
and  questions  on  to  other  superintendents  and  to 
newspapers. 

BUREAU    OF    MUNICIPAL    RESEARCH 
261  Broadway,   New  York  City 

One  side  of  Efficient  Citizenship  No.  526 


la 

'33 
HUB% 


FOREWORD 

The  Bureau  of  Municipal  Research  is  frequently  asked 
what  opportunities  for  work  it  offers  to  volunteers  able  to 
give  full  time  or  part  time  service.  The  study  here  presented 
is  one  answer  to  that  question  and  suggests  many  ways  in 
which  public  schools  and  other  public  departments  may  enlist 
the  services  of  an  ever  increasing  number  of  volunteers  who 
wish  to  make  their  thinking  and  their  working  count  toward 
C(  immunity  betterment. 

In  the  autumn  of  1910  a  Bryn  Mawr  graduate,  Miss  Elsa 
Denison,  after  visiting  the  New  York  budget  exhibit  inquired 
at  the  Bureau  of  Municipal  Research  as  to  methods  of  apply- 
ing municipal   research  to  her  home  city,   Denver,   Colorado. 
\  .-^„„  ^„.„  ™^„4i-,e  ,,f  v/iinn^pi-  work  at  our  office  she  asked 

The  raoaey  cost  alone  for  outside  help  her© 
listed  for  %w  York's  public  schools 

le  *WLiy  w  flW<m  floi3ifcitt„ft  ".-eftr. 

physicians,   dentists,   ministers   and    women    who   had   already 

3-  helped  or  who  were  in  position  to  help  their  local  schools. 

I  \fter  it  was  decided  to  present   separately  the  facts  for 

w  Greater    Xew    York   because   of   the   school    inquiry   which    is 
)        .  .        .  . 

being  conducted  by  the  board  of  estimate  and  apportionment, 

^  Miss  Dorothea  Taussig,  a  Welleslev  graduate,  volunteered  to 
classify  instances,  as  noted  in  this  report,  of  civic  cooperation 
mentioned  in  the  board  of  education's  minutes,  city  superin- 
tendent's reports  and  newspaper  hies. 

\s  one  of  many  agencies  particularly  interested  in  secur- 
ing for  the  public  schools  the  benefit  of  continuous  and 
informed  citizen  cooperation,  the  Bureau  of  Municipal  Re- 
search commends  the  facts  and  the  constructive  suggestions 
of  this  report  to  the  board  of  estimate's  committee  on  school 
1  inquiry,  to  the  school  authorities,  to  civic  agencies  offering 
or  able  to  offer  cooperation  and  to  the  general  public. 

.381849 


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•"•  •„•   ."• ;  «  •     < 


Jlnuate  iHatlmg  (Earfc 


Will  Newspapers  Help  School   Superintendents 
Present  School  Facts  to  the  Public  ? 

At  the  St.  Louis  meeting  c?  the  division  of  super- 
intendence, N  E  A.,  1912,  Superintendent  J.  M. 
Greenwood    of   Kansas   City  asked   someone  to  tell 


t,„„.  *.„ 


Brooklyn  Daily  Eagle,  Times,  Philadelphia  Record, 
Springfield  Union,  Hudson  Observer  (  N.  J.)  If  you 
care  to  tell  how  you  have  done  it,  or  if  you  have 
questions,  we  shall  be  glad  to  pass  both  testimony 
and  questions  on  to  other  superintendents  and  to 
newspapers. 

BUREAU    OF   MUNICIPAL    RESEARCH 
261  Broadway,  New  York  City 

One  side  of  Efficient  Citizenship  No.  526 


la 


i 

to 

1 


FOREWORD 

The  Bureau  of  Municipal  Research  is  frequently  asked 
what  opportunities  for  work  it  offers  to  volunteers  able 
give  full  time  or  part  time  service.  The  study  here  presented 
is  one  answer  to  that  question  and  suggests  many  ways  in 
which  public  schools  and  other  public  departments  may  enlist 
the  services  of  an  ever  increasing  number  ol  volunteers  who 
wish  in  make  their  thinking  and  their  working  count  toward 
ci  immunity  betterment. 

In  the  autumn  of  1910  a  Bryn  Mawr  graduate,  Miss  Elsa 
Denis(  n,  after  visiting  the  New  Ym-k  budget  exhibit  inquired 
at  the  Bureau  of  Municipal  Research  as  to  methods  of  apply- 
ing municipal  research  to  her  home  city,  Denver,  Colorado. 
After  two  months  of  volunteer  work  at  our  office  she  asked 
us  to  susrsrest  fields  of  inquirv  within  the  limits  of  volunteer 
part  time  service.  Among  the  fields  offered  was  that  of  the 
college  woman's  relation  to  municipal  government,  from 
which  question  Miss  Denison's  study  later  centered  in  the 
question,  "What  are  men  and  women  as  individuals  or  in 
organizations  doing-  to  help  public  schools:'* 

Letters  of  inquiry  were  written  to  school  superintendents 
of  whom  350  furnished  the  names  of  1,000  business  men. 
physicians,  dentists,  ministers  and  women  who  had  already 
helped  or  who  were  in  position  to  help  their  local  schools. 

\.fter  it  was  decided  to  present  separatel)  the  facts  i"i" 
Greater  New  York  because  of  the  school  inquiry  which  is 
being  conducted  by  the  board  of  estimate  and  apportionment, 
Miss  Dorothea  Taussig,  a  Wellesley  graduate,  volunteered  to 
classify  instances,  as  noted  in  this  report,  of  civic  cooperation 
mentioned  in  the  hoard  of  education's  minutes,  city  superin 
tendent's  reports  and  newspaper  files. 

As  one  of  many  agencies  particularly  interested  in  secur- 
ing for  the  public  schools  the  benefit  of  continuous  ami 
informed  citizen  cooperation,  the  Bureau  of  Municipal  Re- 
search commends  the  facts  and  the  constructive  suggestions 
of  this  report  to  the  board  of  estimate'-  committee  on  school 
inquiry,  to  the  school  authorities,  t<  >  civic  agencies  offering 
or  able  to  offer  cooperation  and  to  the  general  public. 


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SCOPE  OF  STUDY  AND  SOURCES  OF  INFORMATION 

This  study  aimed  not  to  present  an  exhaustive,  critical 
analysis,  but  to  indicate  the  amount  and  variet)  of  helpful- 
ness available  from  outside  agencies  for  teachers  and  children. 

All  agencies  were  asked  for  information  whose  names,  as 
given  in  the  Charities  Directory  or  noted  elsewhere,  indi- 
cated a  probable  or  potential  connection  with  schools.  There 
may  be  many  others,  of  which  we  have  not  heard,  from  which 
the  schools  are  receiving  valued  assistance.  We  hope  they 
will  wish  to  supplement  this  summary  by  sending  to  us,  per- 
haps to  the  newspapers,  and  particularly  to  school  authorities, 
the  story  of  the  work  they  are  able  to  do  for  public  schools. 

To  learn  the  nature  and  extent  of  outside  cooperation 
with  the  public  schools  of  Greater  New  York  four  general 
sources  of  information   were  studied: 

i  163  private  volunteer  agencies  and  public  institutions  of 
which  153  cooperated  in  making  this  study  through  let- 
ters, interviews  and  formal  reports,  while  for  10  informa- 
tion  was  obtained   mainly   from   printed  reports 

2.  The  annual  reports  of  the  city  superintendent  of   schools 

for  the  years  1902-1911.  The  cooperation  of  outside  agen- 
cies with  schools  may  be  full}-  appreciated  by  the  city 
superintendent,  associate  superintendents  .and  heads  of 
departments  without  being  mentioned  by  them  in  annual 
reports  to  the  board  of  education  and  to  the  public.  We 
considered  it  important,  however,  to  learn  how  frequently 
and  how  hilly  outside  interest  ami  assistance  is  mentioned, 
because  in  other  cities  the  annual  report  has  been  suc- 
cessfully used  to  stimulate,  guide  and  make  valuable  the 
cooperation  of  individuals  and  agencies  outside  the  school 
system 

3.  The  minutes  of  the  board  of  education  and  the  board  of 

superintendents,  for  the  years  1905  to  June,  1911.  The 
minutes  of  these  two  boards  do  not  include  action  taken 
or  consideration  given  to  communications  which  have 
been  addressed  personally  to  the  city  superintendent,  as- 
sociate superintendents,  heads  of  departments  or  com- 
mittee chairmen,  unless  such,  matters  are  brought  up  at 
a  meeting"  of  either  or  both  boards.  But  as  a  means  of 
estimating  citizen   interest   expressed   in    communications 


to  officials  of  the  school  system,  an  analysis  of  the  min- 
utes was  made,  to  discover  what  kinds  of  written  com- 
munications come  from  outside  the  system,  how  many, 
from  whom,  relative  to  what 

4.  The  files  of  three  newspapers — Globe,  Evening  Post  and 
Tribune— for  1905  through  November,  1911  and  1,000 
items  clipped  from  20  newspapers  in  1911  and  tiled  by  the 
Bureau  of  Municipal  Research 

One    important    source    of    information    was    not    used, 

namely,  personal  appraisals  of  outside  cooperation  by  the 
20,000  teachers,  principals  and  supervising  officers,  district 
superintendents  and  associate  superintendents,  local  board 
members  and  school  commissioners  etc.,  who  have  inside 
knowledge  of  school  needs. 

Tt  is  hoped,  however,  that  the  publication  of  this  report 
from  the  standpoint  of  the  private  agencies  who  wish  to  help, 
will  evoke  testimony  and  suggestion  from  those  on  the  inside. 


The  Children's  Aid  Society  Teaches  Sign  Painting  to  Supplement  Public  School  Work 


I     SIGNIFICANT  FACTS 


1- 


Amount  of  Cooperation  Available  for  the  Schools  From 
Agencies  Outside  the  School   System 

-Direct,   continuous   and   gratuitous   cooperation   is   offered 
by  76  agencies 


Home  Visitors  to  Help  Home  Conditions  Are  Tendered  by  Several  Relief  Agencies, 
Settlements,  Public  Education  Association,  etc 

2 — Indirect  cooperation  through  investigations,  parents'  meet- 
ings  and  publicity  is  offered  by  37  agencies 

3 — Special  opportunities  for  instruction  and  recreation  are 
offered  to  pupils  and  teachers  by  six  agencies 

4 — The  assistance  of  schools  in  carrying  tin  their  propaganda 
is   sought  by   five  agencies 

5 — No  connection  with  public  schools  is  reported  by  39 
of  the  163  agencies  addressed  because  their  names  sug- 
gested possible  connection,  including  22  hospitals  and 
dispensaries  which  make  no  special  arrangements  for 
treating  school  children 


i .    i  ii  ■•.in i  eel    resource     ol    citizen    lu-lpi illness    foi    schools, 


Am 


Budget 


Bulldlnga 


Civi< 
training 


Compulsoi  v 
education 


Metropolitan   Mil  teum  ol    Ai  i 

Miiiinip.il     \  i  I    ' i  \ 

Scl i    \  1 1   I  ea  guc 

. ..  H  i  H  ,  i  .1    \  1 1 1  i 
w  .  mien's  <  1 1 1 1  • 

\  ...  m  i.i  i  h  mi  iii   N  i-i !  • 1 1 1 "  'i  1 1 1  Workei  i 

l '.  1 1 , 1 1 1 1  .  i>i    I  i .  1 1 1 1  - 

Brooklyn  I  eagin 

r.ui ,  .in  ..I   M nun  ipal   Re  icai  ■  li 

City  (  Inli 

I  .Mi  \    i  eague  foi   I  !<  •■  ia!  Sei  \  ii  e 

i  ...  1 1      .    .1      \  ttioii,   l  ••  >wei  •)'  ast   Side 

I  'iii. in    Education    Associate  m 
Social   Workei   '  '  onferencc 
i.i    payers'    Ass tion 

I  '.I  ..I  I  i|    .    i.i       I    I  ,|i|r 
I     l\  Ii         \    .    ..  ..    l.ll  I.  HI    . 

taxpayers'    \  ■■ ations 

Women's  Welfare  Depl  ,  Nnt'l  Civil  federation 

\ mi  i  u  .in  i  ivii     \ Hi. i M.  i 
Uoj    : .. .  .in  .  i.i    \  nui  I.  .i 
I  it j   Historj  I  lull 
National   M 1 1 1 1 1 1  1 1 1 . 1 1   I  eague 
I  v.  iple's  Institute 
ichool    I  iii  ens   '  ommiltei 
Women's   Healtli    Protective    Association 

1  n in  i  ■'   I  .   i    M. 

\ '  r\\     \  .  1 1  K    I    1 1  i  lit     I    .i  In  u     I    .  mi  mi  I  I  .  . 

: ....  '  .  foi  i  in-  i'i  <  \  mi  ion  "i  Ci  uell  \  to  Children 
•  i  ii.    Probation  '  ouuui    lion 


Defective  \     ...  i.i 1 1. .ii  1 1 H  i hr   \ ni  ..I  Crippled  <  liildren 

■  hiiiii en  .nui        I'uiiiii    I1I111.111..11    Association 
n. .M  promotion     ■•  lib  ments 

Six  1. 1\   foi  tiii  miiiK  ni  iin-  l'J\eeptional  Child 
!  •  i ,  1 1  r  i  1 1 . 1 1 1 1 1  r .    \  1 1 1    Association 
Vounji   Men's   Hebrew     As  ociation 


li.-.  .hi 


\ i i M    Medii  -I     Association 

American  School   Hygiene    \    iociati 
\  n  1 1  i  i  g  a  r  e  1 1  e  I  eague  o  I    America 
Brooklyn    (  ommittei     on     ruherculn  i 
Bureau  o  I   Municipal  Research 
C    O    Coiuiuittee  on    I'uherculi 

(  mint}    Medical    \ ■•■ ul i< m 

i  lep  m  mi,  M   ol    health 

i  i  ■  .    I  >i  ni.ii  (  inn,    foi   Si  liool  (  liil.h  en 

Hospitals    1 1 1 .  i    d  i  s  p  e  n    t  r  i  < 

Nat'l    Ass'n  foi    Prevention  ol    I'uherculosis 

\'ew    York    Aeademj   ol    Medicine 

I  v.  iple's  Universitj    I   <ten  ion  So<  iel  \ 

Russell   Sage    Pi  >unda!  ii  >n 

Si    ll.'.'l     I    Mill   ll     I  '14111111,1  I  ,    I 
Si'llli'lll,   .    I 

Si  icietj   ol   Sanitan   and   Moral    I  '1  ophj  laxis 
Women's    Health    Protective    Association 


s 


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1 1     Kind? i fallen s     \cw    \.nl.   Kindergarten    \     delation 

Sell  lrin.nl 


i     n  .  1 1 1 1 1 . 1 1  science    \  i '.hi  \iu    liiii  i.i  Natural  I  i  i  s t  o  r 3 

t    1 1 1 1  <  1 1  .  n  '       Mh    i  ,     I '  i  ....  I  1  \  1 1     I  1 1    1 1 1  n  i . 

\al  i.  hi. il     I  'I. ml .    I1  I.  .\\  .  i    .ni.l    I'  i  nil    (iuild 

New    York    \(|uarium 

N <  w    Yi 'i  l<    l '.. ii.iiii.  .il  Garden 

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i     Parents'  Federated    Parcnl       \     ocialion 

assi  M  i. it  I.  mi.        1 1  .i  h.i  n    [Educational    I  eau'in 

M  . .  1 1 1 .  i    '.Inl. 

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New   N  in  I.  (  it)    Mi. tin  i  '  <  in!. 

I'arcnl    Feachei    \  .....  ui i n    i 

i  'n i .1 1.   r  i in.  .i i  ii  iii   Association 

i      Reci  c-.i 1 1. ui.         Department   ol   pari 

I  il.i  v  !■  i .  hi  in  I  .,       iiii.iii.iiinii.il  School   i  Mm   i.  i  mi 

v.H.iiiiui  N.iii.in.il   \  .i.  .ii Hibli    Bchooli    Asi nl 

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•in  i.i  1 1  mill  ■.      People'i    Institute 

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Recreation  I  i  s  i  

I'm     Ml  '  ..i  ■•  i    I'  i  in  in  i.i  1 1 1  hi 
School  i  ..I i  ill  n    Association 

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\\ in's  M nun  ipal   I  '  atflll 

N  ■•    Min'      (   Iii  i    1 1. iii     \     ...  i. ii  n  .it 


Relicl 


\  '.'.  '  II     Ii  il      I  III  |  .1  i  i\   I  III'     Mil      1     i  UK  I  II  Ii  ill     ill     III.       I  ' 

i  '• I  I  \  ii  r.  .i  i ...  n  1 1 1  •  liar  it  i< 

1 1 1 . .'  .1  i  \  ii  Federal i   lewi  l>  *  liarilii 

<  h.i 1 1 1  \   •  »i  ".i n i .  .i i i  \ 

I  'iilih.    ' ..  I I   Relicl    \   social 

I     n  1 1  i  1 1     I  I  i  1 1 1  i  u     I    h.i  I  1 1  n 


'IV. h  liiu;.',  \i|i  l|iln    <   i  .11.  ". 

\ iii.  i  n  .i ii  '  .  I I   Peaci    l  '  -i "in 

r. I  I  \  1 1   I  l  r .  I  1 1 1 1 1 .    .il     \  i  I     .  1 1 1 .  i     

'  .  .il. I   ili.    <  il  \   ..I       ! 

Puhlii    1 1 1 . i . - 1 1 '       ..Il   I ii. 

I  i  j.  hi  i     <  .  .|  i.  ...     i  ,  ,in  in  I  .i.i    I   in   .  i    1 1 


n        Vim  .it  lull. 1 1  <     Il.i  nil  >.   I     .  .1     <    ..nil 

ti  .liliini'.,  (    lnl.li  .  n'        \  nl    '  ..  ,,  i.  I  \ 

iimi rial         <  i n n Vocational   Guid 

and  hi. in-. t rial     Kdueational   \ ih. 

M  i  i .  1 1 . i  ii  i    '     \      ...  i . 1 1 

National    ! i  I  j     f  o  i     tin      I '  i lion 

Industrial   Kducalion 
Y . .nil"  Women1    '  Iii'  I iaii    \ssiiciatiiiu 


7 — Hospitals    and    dispensaries    in    all    boroughs    are    giving 

treatment  to  school  children  and  are  eager  to  make  their 

resources   more   accessible   to   schools.     Of   113   hospitals 

and  clinics  in   Greater  New  York  written  to 

63  did  not  answer 

29  report  no  special  arrangements  for  treating  school 

children 
46  do  not  refer  children  treated  to  the  school  nurse  or 
teacher 

3  report  to  the  schools  that  treatment  has  been  given 

children 
11    report  treating  children  after  school  hours 

9  .have  notified  schools  of  their  willingness  to  treat 
children 

8  feel  that  knowledge  of  their  clinical  facilities  is  gen- 
eral throughout  their  districts 

4  furnish  cards  to  make  it  easier  for  teachers  to  re- 

fer cases  for  treatment 

7  follow  up  school  cases  with  visiting  nurse 

8  sign  report  cards  given  by  school  physicians  to  the 

children 
8  maintain    special   clinics   for  treatment  of  physical 

defects 
2  report  treatment  when   requested  to  do  so  by  the 

schools 
1   notes  which  schools  children  come  from 
1    indicates  on  physical  education  card  what  exercise 

the  child  may  take 
1   fits  and  supplies  glasses  free 
22  would    like   to   cooperate   more    fully   with    schools 

and    will    welcome    suggestions    for    making   the 

hospital  of  more  service  to  school  children 

8 — 697   communications   were   received   by   the   board  of   su- 
perintendents and  board  of  education  during  the  6l/>  years, 
1905  through  June,  1911,  from  outside  agencies  as  follows: 
101   offers  of  direct  cooneration  and  edits 
353  recommendations,  objections  and  requests  of  which 
43  were  from  city  departments,  and 
43  from  associations  of  teachers  and  principals 
157  requests   for   the   use   of   public    schools   or   public 
school  children  by  outside  agencies 

10 


9 — These  697  communications  were  written  by 

76  individuals 

45  different   district   civic   agencies 

3?  taxpayers'  associations 

2?  groups  of  parents 

21  temporary  commissions 

20  business  concerns 

20  boards  of  trade 

200  other  volunteer  organizations 

7  city   departments 

16  associations  of  teachers  and   principals 


One  Way  the  Dock  Department  Cooperates  with  the 
P.  S.  A.  L.  in  Helping  School  Children 
Courtesy  of  the  Playground  Association 

10 — These  697  communications  related 
135  to  new  buildings  and   sites 
86  to  contests  and   exhibits 
73  to  administrative  changes 
63  to  teachers,    principals    and    superintendents 

pointment  and   removal 
47  to  school  health 
40  to  equipment 
2''  to  recreation 
27  to  course  of  study 
1''  to  deficient  children 
15  to  evening  schools 
5  to  school  budget 
158  to  othe 


ap 


11 


11 — Newspapers  seem  to  welcome  school  news  sent  by  school 
officials,  parents,  school  associations  and  outside  agencies 
a — Newspaper  interest  in  school  matters  is  expressed  by 
Editorial  criticism  and  constructive  suggestions 
Newspaper  articles  on  special  school  subjects 
Articles  or  addresses  by  experts 
Reports    of    cooperation     received    from    outside 


12- 


agencies 


Reports  of  meetings  on  school  matters 

Local  school  news 

Letters  from  readers  on  school  topics 

1) — Four  newspapers  run  special  school  pages,  columns 
or  sections, — Globe,  Brooklyn  Eagle,  Evening  Sun 
and  Times. 

c — From  20  newspapers  the  Bureau  of  Municipal  Re- 
search in  l('l  1  clipped  and  filed  over  1,000  news 
items  and  editorials  on  school  matters 

-More  continuous  and  more  constructive  cooperation  is 
available  from  outside  agencies  than  the  schools  have  yet 
received.  The  agencies  whose  cooperation  seems  to  have 
been  most  valuable  in  the  past  are  ready  to  extend  their 
cooperation  and  to  plan  new  means  oi  being  useful  to 
tlie  schools 


Fighting  Child  Labor  Means  Enforcing  Compulsory  Attendance  and  Newsboy  Law 
New  York  Child  Labor  Committee 

12 


Value  of  Outside  Co-operation   Received 

3 — How  multiform  is  the  helpful  cooperation  is  indicated  1a, 
the  following 

a- -Special  classes  for  crippled  children  in  both  public 
and  private  buildings  have  been  formed  and  con- 
tinuously helped  since  1899  by  the  Association  for 
the  Aid  of  Crippled  Children 
b — The  physical  examination  of  school  children  with  co- 
operative treatment  and  follow-up  work  has  been 
promoted  by  the  Bureau  of  Muricipal   Research 


The  Good  Samaritan  Dispensary  Made  the  Operations  for  the  Experiments 
Leading  to  Follow-up  Work  by  the  School  Nurses 

13 


c— Athletics  for  over  200,000  boys  and  20,000  girls 
have  been  instituted  and  are  being  systematized  in 
all  schools  by  the  Public  Schools  Athletic  League 

d — Material  relief  is  given  yearly  to  thousands  of  school 
children  by  several  agencies  which  offer  prompt 
cooperation 

e — The  backward  children  studies  by  the  Russell  Sage 
Foundation  and  the  reiterated  demand  by  the 
Bureau  of  Municipal  Research  for  study  of  indi- 
vidual cases  of  non-promotion  led  to  comprehensive 
changes  in  treating  and  recording  non-promotion 
facts 

f — Exhibits  for  nature  study  work  in  schools  are  sup- 
plied to  357  out  of  585  schools  by  the  Museum  of 
Natural  History 


Waiting  Lines  at  the  Museum  of  Natural  History  Led  the  Museum  to  Send  its  Collections 

to  the  Schools 


g — Lectures  to  thousands  of  pupils  yearly  are  given  by 
the  New  York  Botanical  Gardens  and  the  Metro- 
politan Museum  of  Art 

h — Decorations,  medals,  scholarships  are  given  by  the 
School  Art  League 

i — Juvenile  delinquents  are  taken  care  of  by  Societies 
for  the  Prevention  of  Cruelty  to  Children 

14 


j — Commercial  training  is  being  studied  and  fostered 
by  a  special  committee  of  the  Chamber  of  Com- 
merce 

k — Pupil  self-government  has  been  established  in  14 
schools  by  the  School  Citizens  Committee 

1 — School  gardens,  now  under  the  department  of  parks, 
started  with  the  volunteer  work  of  the  School  Car- 
den  Association 


Brooklyn  School  Gardens  of  the  National  Plant.  Flower  and  Fruit  Guild 


m — Working  papers  and  the  tests  applied  to  school 
children  have  been  systematized  and  strengthened 
by  the  New  York  Child   Labor  Committee 

n — Budget  requests  have  been  supported  and  made 
public  by  budget  conferences  of  social  workers  and 
ministers,  the  Bureau  of  Municipal  Research,  Com- 
mittees on  Tuberculosis,  Public  Education  Associa- 
tion, etc. 

o — Publicity  of  school  facts  and  improvement  of  school 
reporting  have  been  furthered  by  the  Bureau  of 
Municipal  Research  which  projected  the  school 
inquiry 

15 


14— Activities  started  by  outside  agencies  often  become  part 
of  the  school  system  after  demonstration  at  private 
expense 

a — School  nurse:  The  Henry  Street  Settlement  in  1902 
loaned  the  first  nurse  to  the  schools;  over  100 
"school  nurses"  are  now  employed  by  the  health 
department 

1)  Vacation  schools:  The  Association  for  Improving 
tlie  Condition  of  the  Poor  in  IS' '4  started  the  first 
vacation  schools  and  conducted  them  until  1897; 
the  board  of  education  ran  32  in  1911  and  declares 
that  32  more  are  needed 


Lest  Anaemic  Children  Be  Forgotten;  Successful  Private  Classes  Lead  to  Public 
School  Care:     Committee  on  the  Prevention  of  Tuberculosis 

c-  Anaemic  classes:  The  present  9  classes  are  due  to 
the  activity  of  the  Committee  on  Tuberculosis  of 
the  Charity  Organization  Society  which  supplies 
food  and  a  home  visitor  and  supervises  the  rec- 
ords; this  movement  added  impetus  to  the  demand 
for  proper  ventilation  for  the  not-vet-anaemic 


16 


d — Vocational  training  was  supported  for  years  by  vol- 
unteer subscriptions  to  the  .Manhattan  Trade  and 
Preparatory  Trade  Schools  until  taken  over  by  the 
public  school   system 

e — Evening  schools  for  foreigners:  About  13  years  ago 
the  Educational  Alliance  started  special  classes 
now  maintained  by  the  board  of  education 

f — Study-recreation  rooms:  The  success  of  an  experi- 
ment in  the  Henry  Street  Settlement  led  to  tin- 
installation  of  64  rooms  by  the  board  of  education 

15 — Experiments  with  vital  possibilities  for  all  school  chil- 
dren are  now  under  way  supported  entirely  by  volunteer 
funds 

a — Visiting  teachers  by  the  Public  Education  Associa- 
tion, settlements,  church  societies,  Italian  Educa- 
tional League,  etc. 

b — Dental  clinics  by  the  Free  Dental  Clinic  for  School 
Children,  Children's  Aid  Society,  etc. 


Blazing  the  Way  for  Dental  Attention  to  All  Public  School  Children 
Children's  Aid  Society 

17 


d — School  lunches  by  the  School  Lunch  Committee 
c — Vocational    guidance   by    the    Committee   on   Voca- 
tional Guidance 

16 — In  spite  of  the  cooperation  reported  by  organized  char- 
ities, teachers  and  principals  are  still  seeking  relief  for 
their  school  children  from  private  individual  sources, 
including  teachers  themselves 

'7 — Of  outside  cooperation,  the  city  superintendent  declared 
in  his  annual  report  for  1905  "I  look  forward  with  earnest 
hopefulness  to  the  day  when  every  educational  agency, 
civic  or  endowed,  will  not  feel  its  duty  done  until  it  con- 
tributes freely  of  its  resources  to  the  advancement  and 
benefit  of  the  great  American  and  Americanizing  institu- 
tion of  free  education" 

18 — In  the  last  ten  annual  reports  of  the  city  superintendent, 
1902-1911,  outside  interest  in  Xew  York  schools  is  men- 
tioned 158  times  by  the  city  superintendent,  associate 
superintendents,  heads  of  departments  and  directors  of 
special  branches;  of  these  mentions  the  city  superin- 
tendent himself  makes  31  (or  three  a  year)  including 
seven  private  agencies  Of  104  private  agencies  reporting 
direct  or  indirect  c<  »<  »peration  only  four  are  mentioned 
more  than  once  by  any  school  officials  and  87  are  not 
mentioned  at  all 

19 — Typical  differences  between  what  agencies  report  doing 
and  what  school  officials  say  in  the  annual  report  are 

a — The  Xew  York  Public  Library,  1911,  reports  branch 
work  with  teachers  and  pupils,  special  arrange- 
ments for  teachers'  circulating  libraries,  visits  to 
schools  by  school  librarians,  visits  to  libraries  by 
classes,  vacation  school  libraries.  The  city  super- 
intendent mentions  only  the  cooperation  of  the 
library  in  "providing  our  summer  schools  and 
recreation  centers  with  abundant  reading  matter" 

b — The  Association  for  the  Aid  of  Crippled  Children, 
1911,  reports  transportation  of  crippled  children 
to  and  from  public  schools,  giving  milk  and 
lunches,  home  visiting  and  trained  nursing,  voca- 
tional guidance.  Xo  mention  whatever  is  made 
of  the  Association  in  the  city  superintendent's 
report  for  the   same  year 

20 — Xo  mention  is  made  of  experiments  carried  on  in  the 
interest  of  school  children  by  outside  agencies  during 
1910-1911;   of  the  Free  Dental"  Clinic  for  School  Children 

18 


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Oh 


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W 

m 


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19 


and  its  campaign  for  school  dental  clinics;  of  relief 
agencies  spending  yearly  several  thousands  of  dollars  on 
public  school  relief;  of  agencies  which  exist  to  support 
budget  requests  made  by  the  board  of  education ;  of 
agencies  working  on  the  problems  of  truancy,  recreation 
or  school  health  during  1911;  of  the  Public  Education 
Association's  work  for  schools  during  1911;  of  outside 
help  in  defeating  the  charter  dangers  threatening  to 
"remove   the   safeguards   of   school    efficiency   which   now 


exist 


*    * 


The  Child  Labor  Committee's  Help  is  Continuous 

20 


Treatment   of   Cooperation   by    School    Officials 

21 — In  no  school  documents  have  opportunities  or  needs  for 
civic  cooperation  been  listed.  Whenever  outside  assist- 
ance is  mentioned  no  suggestions  are  given  as  to  how  it 
might   be   increased  or  made   more   valuable.      When   the 

interest  of  parents  is  mentioned  as  "desirable,"  no  definite 
suggestions  are  given  for  more  vital  cooperation  of  or- 
ganized parents  with  schools.  With  formal  mention  of 
allied  educational  institutions  no  openings  for  extended 
connection  with  schools  are  outlined 

22 — Of  317  communications  considered  by  the  hoard  of  edu- 
cation and  board  of  superintendents  of  sufficient  impor- 
tance to  he  referred  to  committees,  no  later  report  appear- 
in  their  minutes  of  action  taken  on  these  matters 

23 — Although  the  agencies  are  at  considerable  expense  in 
their  school  cooperation,  school  officials  have  employed 
no  simple  way  of  telling-  them  whether  the  matters  they 
are  presenting  are  important  or  unimportant,  or  what,  if 
any,  or  when,  if  at  all,  formal  action  is  taken  by  the 
boards  on  these  matters 

24 — Although  219  of  697  communications  received  Favorable 
action  at  headquarters,  many  agencies  report  hack  of 
encouragement,  difficulties  encountered  in  their  efforts  to 
cooperate,  or  undue  delay  in  extending  recognized 
benefits 

25 — The  treatment  of  communications,  as  shown  by  the  hoard 
minutes,  makes  it  clear: 

a — That  the  mechanism  of  the  two  hoards  for  treating 
outside  communications  encourages  delay,  contu- 
sion and  inaccuracy.  The  average  number  ol  days 
for  action  is  26,  maximum  330.  The  minutes  indi 
cate  that  the  following  steps  of  a  communication 
which  reaches  the  board  are  typical:  (1)  It  is 
addressed  to  the  hoard  of  education  or  an  official; 
(2)  At  a  regular  meeting  it  is  referred  to  a  com 
mittee  of  that  hoard:  (3)  After  deliberation  the 
committee     reports     to     the     hoard,     the     report     is 

21 


adopted,  denied  or  the  matter  is  referred  again  ; 
(4)  If  referred  to  a  committee  of  the  board  of 
superintendents-  it  is  brought  up  at  a  later  meeting 
of  that  board;  (5)  The  matter  is  then  returned  by 
the  board  of  superintendents  to  the  board  of  edu- 
cation for  final  decision,  if  it  has  not  been  lost  in 
its  travels 

b — There  is  no  regular  system  of  treatment  for  outside 
communications.  Some  committees  report  when 
certain  matters  are  referred  to  them,  others  do  not 

c — Where  matters  are  referred  "with  power"  no  further 
report  is  given  in  the  minutes 

d — It  is  usually  impossible  from  the  minutes  to  tell  on 
what  date  a  matter  was  first  brought  up  or  by  what 
agency  the  original  proposition  was  made 

e — Questions  which  might  be  settled  at  once  are  de- 
layed    for     committee     meetings     and     particular 

sessions 

f — Suggestions  on  their  face  inadvisable  or  irrelevant 
go  through  the  same  complicated  mechanism; 
e.g.,  a  communication  in  1905  suggested  that  chil- 
dren be  taught  how  to  adjust  life  preservers.  This 
matter  was  (1)  addressed  to  the  board  of  super- 
intendents. (2)  referred  to  the  committee  on  school 
management,  (3)  referred  again  to  the  committee 
on  course  of  study,  and  (4)  not  reported  on  by 
either  committee 

26 — Mention  of  newspaper  cooperation  in  the  annual  reports 
of  the  city  superintendent  is  limited  to  that  shown  by 
offers  of  prizes  for  contests 

27 — Newspaper  cooperation  seems  to  be  used  more  by  outside 
agencies  than  by  school  officials 

Method   of   Cooperation 

28 — Coordination  among  outside  agencies  is  lacking;  they 
are  at  present  duplicating  and  overlapping  each  others' 
work  in  a  large  degree;  organizations  dealing  with  sec- 
tions of  the  same  problem  are  less  forceful  for  want  of 

22 


coordination;  e.g.,  no  comprehensive  health  program  has 
been  worked  out  by  the  16  volunteer  agencies  which 
report  interest  in  school  health 

29 — Agencies  have  not  outlined,  cither  for  themselves  or  for 
the  public,  100%  of  the  work  which  ought  to  be  done 
along  the  lines  in  which  they  are  interested,  nor  have  they 
made  known  what  percentage  of  the  needs  in  which 
they  are  interested  they  are  unable  to  meet 


2.77. 
N    OPEN  AIR  CLASSES 


37.1% 

ANAEMIC  CHILDREN 

WITHOUT  OPEN  AIR 

TREATMENT. 


Which  Other  Schools  Should  Have  Open  Air  Rooms?    Which  Not-yet  Anaemic  Children 
Should  Be  Confined  in  Rooms  that  Have  No  "Open  Air"? 


ARE    HAVING   LUNCHES 


How  Many  More  School  Lunches  Are  Needed  to  Help  the  97<   Remaining?     Where  Are 

the  Other  Undernourished  Children?    Who  Is  Seeing  that  Children  Are 

Nourished  Before  School  Age  and  Out  of  School  Hours? 


23 


30— Main'  agencies  are  less  effective  than   they   might  be  in 
their  cooperation 

a Because  of  their  dependence  on  unsupervised  volun- 
teer work.  While  a  number  of  volunteers  from 
the  School  of  Philanthropy,  Charity  Organization 
Societv,  Columbia  University,  as  well  as  interested 
citizens,  are  available  each  year  for  part  or  full 
time  volunteer  work,  no  agency  is  now  acting  as 
a  placing  bureau  for  such  volunteers 

b — Because  of  inadequate  records  of  their  dealings  with 
school  officials 

c — Because  of  unsystematic  publicity  about  coopera- 
tion offered,  and  unsystematic  presentation  of  their 
"wares"  to  school  officials 

d— Because  of  lack  of  concentrated  effort  at  budget 
time 

e — Because  after  investigations  of  school  problems 
have  been  made  there  lias  been  little  constructive 
follow-up  work 

31 — The  one  central  agency,  the  Public  Education  Associa- 
tion, has  been  hampered  in  its  usefulness  (so  effectively 
and  dramatically  shown  upon  special  occasions,  such  as 
the  "charter  tight"  of  1911,)  by 

a — Lack  of  facts 

1) — Lack  of  funds 

c — Lack  of  continuity 

d — Lack  of  supervision    for    volunteer    work 

e — Lack  of  comprehensive,  definite,  all  borough  program 

32 — Outsiders,  evidently  not  knowing  whom  to  address  at 
headquarters  concerning  matters  of  particular  interest. 
frequently  send  communications  to  the  wrong  officials 
and  are  forced  to  wait  for  the  slow  moving  mechanism 
before  action  can  be  taken  on  their  propositions 

33 — Prospective  givers  desiring  to  help  cooperation  with 
schools  have  had  no  easy  way  of  finding  out  the  truth 
about  the  relative  amount  and  efficiency  of  help  being 
given  by  the  many  outside  agencies  which  base  appeals 
on  their  helpfulness  to  schools 

24 


34 — Cooperating  agencies  are  not  making  as  full  use  as  the) 
might  of  the  school  pages  and  columns  in  daily  news- 
papers. Of  124  agencies  reporting  cooperation  with  the 
schools  only  34  were  mentioned  in  news  items  of  tin- 
Post,  Tribune  and  Globe  during  the  years  1906  L911. 
Although  over  200  agencies  communicated  requests,  ob- 
jections and  suggestions  to  the  board  of  education  and 
board  of  superintendents,  only  33  agencies  used  the  news- 
papers to  gain  publicity  For  such  requests,  objections  and 


suggestions 


Making  Public  Baths  an  Adjunct  to  Public  Schools:    A.  I.  C.  P. 
Newspapers  gladly   used  this  story   in   1906 


25 


II  TENTATIVE  SUGGESTIONS  FOR  INCREASING 
AND  STRENGTHENING  OUTSIDE  COOPERA- 
TION   WITH    THE    PUBLIC    SCHOOLS 

1 — To  indicate  its  desire  for  outside  cooperation  and  to  enable 
school  officials  to  make  the  most  of  such  outside  co- 
operation, it  is  suggested  that  the  board  of  education 
consider  the  advisability  of 

a — Delegating  an   individual   or  a  committee  from  the 
board  of  education  or  the  board  of  superintendents : 

1 )  To  list  and  keep  on  file  the  needs  of  schools 
which  might  be  met  by  volunteer  agencies, 
with  the  approximate  cost  in  time  and 
service 

2 i  To  keep  filed  at  headquarters  records  which 
tell  how  much  cooperation  is  available  from 
each  agency 

3)  To  see  that  this  information  is  passed  on  cur- 

rently to  district  superintendents,  principals 
and  teachers 

4)  To   receive  and   record   recommendations,  of- 

fers, protests  and  requests  from  individuals 
and  organizations  outside  the  school  system 

5  )  To  refer  such  to  the  proper  committee  of  the 
proper  board  or  to  the  officer  responsible 

6)  To  note  what  action  is  taken 

7)  To  "follow-up"  until  adequate  action  is  taken 

8)  To  keep  an  up-to-date  record  of  each  organi- 

zation and  individual  communicating,  and  a 
history  of  its  connection  with  school  matters. 

'  I )  To  see  that  agencies  are  notified  when  formal 
action  is  taken  by  boards  or  committees 

10)  To  dispose  of  communications  which  on  their 

face  are  of  minor  or  no  value 

11)  To    summarize    and    secure    publicity    about 

each  year's  benefits  from  civic  cooperation 

26 


1) — Asking   teachers    and    principals    to    keep    track    on 
uniformly    printed   cards   of   help    received,   and   to 
pass  on  to  headquarters   facts  both  as  to  help  re 
ceived  and  other  help  needed 

c — Requesting  local  school  boards 

1)  To  keep  on  file  for  each  district   information 

concerning    (a)    available    outside    coopera- 
tion, and    ( 1) )    sch(  ><  >1   needs 

2)  To    help    teachers    make    full    use    of    outside 

interest 

3)  To  suggest  to  local  agencies  how  they  may 

meet  school  needs  more  fully 

4)  To    keep    outside    agencies    interested    in    the 

need  for  budget  activity 

5)  To  secure  in  the  school  columns  of  newspa- 

pers   publicity    of    local    needs    by    showing 
how  far  agencies  are  meeting  them 


The  Parks  and  Playground  Association  is  Glad  to  Help  Conduct  Playgrounds 


27 


2 — The  city  superintendent's  interim  and  annual  reports  might 
stimulate  and  guide  cooperation 

a — By  giving  adequate,  specific  credit  and  acknowledg- 
ment to  all  cooperating  agencies 

1) — By  stating  the  number  and  character  of  communi- 
cations received  during  the  year  from  outside 
asrencies  and  individuals  bv  the   school  authorities 

c — By  explaining  why  important  suggestions  on  which 
outside  agencies  may  have  spent  time  and  money 
and  public  attention  were  found  impracticable 

d — By  franklv  showing  how  outside  agencies  might 
change  their  mode  of  cooperation  so  that  the 
schools  might  make  more  use  of  it 

e — Bv  mentioning  lists  of  definite  school  needs  which 
might   be   met   bv   outsjde   interest.    .  ¥&r-  t    inmli 


t*w  sU|'ii:rnUi.iii.li.iirs  Ji^uj&  ±±a±£.  how,  where, 
when,  if  at  all,  they  could,  from  the  outside,  help 
the  schools  secure  the  following  advantages  which 
were  urged  or  shown  to  be  needed  by  one  or  more 
officials  in  the  report  for  1910-1911:  criticism  and 
support  from  merchants  and  mercantile  bodies ; 
new  sites  and  new  buildings  to  do  away  with  part- 
time;  summer  high  schools;  five  additional  trade 
schools  for  boys  and  girls;  correction  of  discrep- 
ancies in  tables  which  now  obviously  understate 
the  number  of  overage  children  by  many  thou- 
sands; needed  study  into  facts  of  non-promotion, 
retardation,  "dropping  out,"  etc. ;  complete  segre- 
gation of  mental  defectives;  day  continuation 
schools  instead  of  elemental'}-  evening  schools; 
?7  more  recreation  centers;  moving  picture  ap- 
paratus in  recreation  centers;  the  social  use  of 
schools  for  dancing  parties  and  clubs;  playgrounds 
open  all  the  year  round  with  supervisors;  chil- 
dren's savings  banks  in  all  schools;  culture  and 
home-making"  courses  for  girls;  special  classes  for 
children  with  speech  defects;  training  teachers  to 
correct  speech  defects;  land  for  school  gardens, 
seeds,  equipment;  individual  towels  and  liquid  soap 

28 


in  all  schools;  use  of  floor  dressing  to  prevent 
dust;  more  music  and  conferences  for  grade  teach- 
ers on  music;  annual  musical  festival  of  school 
children;  trade  school  training  in  laundry  work, 
trained  nursing,  catering,  cooking  and  interior  dec- 
oration; libraries  for  kindergarten  mothers'  clubs; 
parent-teachers'  associations  in  each  school;  ath- 
letics for  100,000  boys  and  250,000  girls  nol  yet 
reached;  trophies  and  badges  for  contests  and 
athletic  meets;  free  concerts  in  school-.;  equip- 
ment for  orchestras,  choruses,  glee  clubs;  more 
visits  to  shops  and  factories  for  vocational  stu- 
dents; part-time  continuation  school  arrangements 
with  manufacturers  and  business  men;  more  talks 
by  business  men  in  vocational  schools  and  high 
schools;  vocational  guidance  for  all  boys  and  girls; 
vacant  lots  for  school  "•aniens;  provisions  for  free 
treatment  in  hospitals,  clinics,  etc.,  oi  all  children 
with  physical  defects;  enough  dental  clinic-  to 
meet  100%  of  the  school  dental  need;  enough 
open-air  schools  to  care  for  all  children  predisposed 
to  tuberculosis;  ventilating  arrangements  which 
give  pure  air  to  all;  opportunities  lor  all  crippled 
children  to  benefit  by  transportation,  milk,  home 
visiting:  and   vocational   instruction,   etc. 


After-school  Captain  Ball  on  an  Elemetary  School  Roof:    Teachers  Volunteer  Supervision: 
Private  Agency  Organizes:     Girls  Branch  P.  S.  A.  I.. 

29 


f — B_v  noting  the  approximate  cost  in  time  and  money 
of  such  cooperation 

g — By  using  photographs  and  charts  like  those  shown 

here  to  illustrate  types  of  school  activity  fostered 
by  outside  agencies,  or  needed  and  not  yet  available 
in  the  schools 


'^^^r     ^ 

^C% 

5^5*^5^. 

■  §       s 

I  f 

Br   AH  HP*   V 

Hry      ^| 

W  *  1 

JBi 

F^vS 

AJ 

§fkuj 

1 

1 

;S 

m 

^^^^BB 

r* 

A  Semi-Public  Museum  of  Natural  History  Helping  Public  School  Children  and  Teachers 


30 


h — By  noting  especially  "educational"  or  "pedagogical" 

or  cither  "scientific"  questions  respecting  which  the 
school    authorities    would    like    the    advice    of    ac- 
knowledged experts  in  the  so-called  allied  institu- 
tions,   including   the   Teachers    College,    Columbia 
and  New  York  Universities.     A   notable  contribu- 
tion   to    the    study    of    high    school    questions    w; 
made  by  the  present  commissioner  of  education  for 
Massachusetts  while  professor  at  Teachers  College. 
Similarly,  without  cost  to  schools,  he  conducted  the 
studies    leading   to   School   Reports   and   School    Ef- 
ficiency.    City  College  laboratory  is  now   assisting  in 
the  studies  of  ventilation  for  public  schools.     There 
is  hardly   a  test  now  being  made   by   those   in\< 
tigating  either  the  business  or  educational  aspects 
of  the  public  schools  for  the  board  of  estimate  com- 
mittee   on    school    inquiry    which    educational    and 
other    technical    experts    in    the    above    mentioned 
allied  institutions  would  not  have  helped  the  hoard 
of  education  and  the  school  superintendents  inv<  - 
tigate  without  cost  to  the  school  system 

i — By  reporting  to  principals,  newspapers  and  the  pub- 
lic, especially  throughout  the  summer  and  early 
fall,  and  as  they  happen,  new  developments,  gifts 
and  manifestations  of  outside  cooperation  given 
or  lacking 


A 


.1*     <m-  ■  f  M 


i_ 


•gBHBNMH 


Fresh  Air  Work  Begins  May  1st :    A.  I.  C.  P. 


31 


3 — In  order  that  outside  agencies  may  secure  the  maximum 
result  from  both  time  and  money  cooperation,  it  is  sug- 
gested in  general 

a — That  principals,  superintendents,  heads  of  depart- 
ments, directors  of  special  branches  and  officers  of 
teachers'  and  principals'  associations  be  asked  to 
suggest  definite  times  and  places  where  each 
agency  may  give  its  particular  kind  of  help.  Set- 
tlements have  shown  how  many  detailed  ways  of 
cooperation  are  uncovered  by  this  constant  offer- 
ing of  assistance.  For  years  the  Association  for 
Improving  the  Condition  of  the  Poor,  the  United 
Hebrew  Charities  and  the  Charity  Organization 
Society  have  been  requesting  teachers  and  prin- 
cipals to  refer  needy  cases  to  them  and  supplying 
blanks  and  postcards  for  easy  reference 

b — That  each  outside  agency  keep  the  school  needs 
which  it  sees  before  the  public,  school  officials,  and 
associations  of  teachers  and  principals  through  the 
school  columns  of  the  Globe,  Brooklyn  Eagle,  Even- 
ing Sun,  Times,  etc.. 


What's  Good  for  Patients  is  Good  for  Convalescents  when  they  Go  Back  to  School : 
Hospital  for  Ruptured  and  Crippled  Children 

Courtesy  of  the  Playground  Ass'n 


c — That  each  organization  outline  100$  of  the  school 
needs  in  which  it  is  interested.  For  example,  that 
it  he  ascertained  and  stated  for  all  boroughs  how 
many  separate  open  air  rooms  for  anaemic  children 
are  needed  and  where,  and  how  much  extra  cloth- 
ing before  would-be  anaemic  children  can  study 
with  fresh  air  in  the  ordinary  school  room,  also 
what  budget  changes  and  private  contributions  art- 
necessary  to  supply  both  rooms  and  equipment; 
which  schools  most  need  lunches,  where  none  arc- 
needed  and  how  much  money  the  entire  problem 
of  school  feeding  would  entail;  how  many  dental 
clinics,  how  man)'  paid  or  volunteer  part-time 
dentists  and  what  educational  steps  are  needed  to 
meet  100%  of  the  dental  needs  of  school  children 


A>   ^ ^ ^ 


How  Many  More  are  Needed  in  all  Boroughs? 


33 


d — That  each  outside  agency  describe  its  relation  to 
the  schools  by  the  number  of  children,  the  number 
of  teachers,  the  number  of  schools  reached,  cost 
per  kind  of  work,  etc.,  and  by  use  of  photographs 

e — That  when  appealing  for  funds  to  enlarge  and 
strengthen  its  school  work  each  outside  agency 
state  definitely  the  amount  of  the  problem  it  is  not 
yet  able  or  trying  to  meet 


The  Ferry  Boat-Hospital-School  Shows  the  Need  for  City  Wide  Attention  to  Health 
Problems  of  School  Children:    Definiteness  Strengthens  its  Appeal 

f — That  in  order  to  avoid  duplication  and  to  secure  the 
added  strength  of  combined  and  concentrated 
effort,  each  agency  try  to  keep  in  touch  with  every 
other  agency  interested  in  sections  of  the  same 
problem.     For  example : 

1)  There  are  some  16  agencies,  not  including 
hospitals  and  dispensaries,  interested  in  ques- 
tions of  school  health  which  might  combine 
in  cooperation  with  the  health  department's 
division  of  child  hygiene  (a)  to  secure  an 
adequate  number  of  medical  inspectors  and 

34 


school  nurses  and  their  efficient  administra- 
tion; (1))  to  map  the  free  clinical  and  dis 
pensary  opportunities  for  children  and  the 
amount  of  service  available  from  hospitals, 
private  agencies,  etc.;  (c)  to  prepare  uniform 
cards  for  teachers  and  nurses  to  use  when 
referring-  children  to  hospitals  and  dispen- 
saries, and  for  hospitals  to  use  in  reporting 
to  the  schools  "cases  terminated  successfully" 
or  discontinued  before  treatment  is  finished; 
(c)  to  hack  budget  allowances  for  dental 
clinics  and  school  dentists 

2)  The    several    agencies   interested    in    civic    in- 

struction might  combine  with  teachers  and 
principals  in  outlining  (a)  the  adequacy  of 
civic  instruction  in  the  schools;  (b)  the 
amount  of  work  being  done  by  outside 
agencies  in  supplying  lecturers,  arranging 
conferences,  etc.;  (c)  the  amount  of  ground 
not  covered  by  outside  agencies  or  school 
curriculum;  (d)  the  budget  additions,  if  any, 
needed  to  provide  adequate  civic  instruc- 
tion; (e)  a  plan  for  using  school  buildings 
in  the  afternoons  and  evenings  for  extension 
work  in  civics  with  foreigners  and  school 
clubs;  (f)  for  using  government  departments 
as  practical  illustrations  of  civic  training.  \ 
beginning  in  this  direction  is  reported  by  the 
City  History  Club  in  calling  a  conference  of 
other  agencies  to  discuss  a  program  of  co- 
operation 

3)  The  several  agencies  interested  in  truancy  in 

all  boroughs  might  give  their  combined  testi- 
mony and  suggestions  toward  the  reorgani- 
zation of  the  compulsory  attendance  depart- 
ment, whether  by  plan  of  Associate  Super- 
intendent Shallow  or  of  the  city  superin- 
tendent, and  toward  keeping  the  public  in- 
formed from  monthly  records  as  to  questions 
of  attendance,  truancy   and   school   mortality 

35 


4)  The  several  agencies  which  give  scholarships 
to  children  between  the  ages  of  14  and  16, 
might  combine  to  outline  (a)  100%  of  the 
scholarship  needs;  (1))  the  industrial  oppor- 
tunities possible  through  scholarships;  (c) 
where  the  schools  or  relief  agencies  fail, 
as  seen  from  the  point  of  view  of  the  need 
for  scholarships;  (d)  the  practicability  of  a 
scholarship  bureau  under  a  joint  representa- 
tive committee  of  school  officials  and  outside 


agencies 


g — That  pin  maps  or  equally  graphic  methods  of  repre- 
sentation be  used  for  current  help  in  planning 
work,  and  for  informing  givers,  the  schools  and  the 
public,  to  indicate  the  amount  of  school  needs  met 
through  official  channels  and  by  outside  agencies 
and  also  the  amount  not-yet-met.     For  example: 

1)  The    Women's    Welfare    Department    of    the 

National  Civic  Federation  might  show  which 
schools  provide  adequate  rest  and  lunch 
rooms  for  teachers  and  which  schools  are 
lacking  in  this  respect 

2)  The  Parks  and  Playground  Association  might 

show  where  recreation  facilities  around  and 
near  the  school  in  each  district  are  lacking 
and  indicate  by  different  pins  the  municipal, 
private,  church  and  business  concerns 

3)  The  Public  Education  Association  might  in- 

dicate where  all  visiting  teachers  now  sup- 
ported by  churches,  settlements,  individuals, 
are  at  work  and  which  districts  need  similar 
cooperation  not  now  available;  also  why  the 
school  nurse,  grade  teacher,  and  attendance 
officer  combined  cannot  do  the  individual 
distance-covering  work  of  visiting  teachers 
without  detriment  to  their  other  duties  and 
undue  expense 

4)  The  relief  societies  might  show  which  schools 

do  not  call   on   them   for  relief  or  fresh  air 


outings 


36 


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5)  The  Association  for  the  Aid  of  Crippled 
Children  might  show  in  which  localities 
crippled  children  are  not  receiving  the  bene- 
fits of  transportation,  visiting,  etc.  and  how 
much  more  money  is  required  for  busses, 
nurses,    m 


cdical    or    surgical    attention    and 


food 


6)  The    Federated    Parents'    Association    might 

show  which  schools  are  without  parents' 
associations  and  mothers'  clubs 

7)  The  Association  of  Collegiate  Alumnae  might 

show  for  all  boroughs  what  it  is  planning  to 
show  for  Manhattan,  where  there  are  public 
and  private  vacation  schools,  where  there 
are  duplications  and  where  there  are  gaps 
that  should  be  rilled  with  the  32  additional 
schools  recommended  by  the  city  superin- 
tendent in  l('l  1 


The  Music  School  Settlement  has  Many  Messages  for  Public  Schools:  Settlements  Know 
Where  Vacation  Schools  and  Parent-Teacher  Clubs  are  Needed 

Courtesy  of  the  Playground  Association 


38 


h — That  the  Public  Education  Association,  the  board 
of  education,  the  New  York  Public  Library  and 
the  department  of  libraries  of  the  board  of  education 

consider  the  pros  and  cons  of  combining  all  the 
school  library  work  under  the  New  York  Public 
Library 

i — That  a  program  be  outlined  for  cooperation  between 
the  department  of  charities  and  the  board  of  educa- 
tion, indicating  how  the  Randall's  Island  Schools 
might  be  used  as  a  training  school  for  teachers  of 
ungraded  classes  and  showing  how  other  institu- 
tions like  the  New  York  Institution  for  the  Blind, 
might  be  brought  into  closer  cooperation  with  the 
public  schools 

j — That  the  Bureau  of  Municipal  Research  after  follow- 
ing discussions  of  school  questions  in  newspapers 
throughout  the  year  make  available  suggestions 
from  the  experience  of  other  cities  for  school  people 
and  outside  agencies  in  New  York,  and  also  make 
available  for  other  cities  suggestions  from  New 
York's  experience 

k — That  outside  agencies  make  it  clear  to  school  officials 
and  to  the  public  how,  if  easily  available  during  the 
summer,  material  in  school  reports,  such  as  is  above 
noted  on  page  28,  could  help  in  securing  necessary 
budget  appropriations 

1 — That  since  without  the  necesssary  funds  the  hoard 
of  education  cannot  be  expected  to  add  new  activi- 
ties, no  matter  how  admirable  or  advisable  they 
may  be,  agencies  which  exist  for  general  publicity 
as  well  as  agencies  interested  in  specific  school  prob- 
lems make  budget  time  the  culmination  of  their 
endeavors,  either  by  supporting  budget  appropria- 
tions for  special  purposes  or  by  pointing  out  where 
budget  waste  might  be  avoided  and  utilized  to  meet 
school  needs.  This  means  study  of  school  budget 
and  expenditures,  and  publicity  about  desired 
changes  throughout  the  year,  as  well  as  continuous 
attention  and  careful  presentation  of  facts  while 
the  budget  is  under  consideration 

39 


m — -That  agencies  cooperate  with  the  taxpayer  in 

1)  Opposing  added  appropriations  which  are  not 

supported     by  facts    proving  the  ,  value    of 
suggested  improvements 

2)  Showing,  where,  if  at  all,  the  funds  necessary 

for  improvements  may  be  secured  by  doing 
away  with  present  waste  and  incompetence 

3)  Basing  their  support  of  budget  increases  on 

specific    information    which    has    been    made 
available  and  significant  to  the  public 

4)  Demanding    specific    information    from    other 

agencies  before  backing  their  budget  recom- 
mendations 

HOW  SI  00   IS  SPENT 


KEY 


Teachers  'Salaries  7  Manual  Training 
Officials  and Janitors  3  Euemng  School 
Repairs  s  Furniture  3  tnjuronce 
Supplies  uText  Boohs 
Miscellaneous 
Coaf  s.  Wood 


10  Medical  Inspection     11  Printing 

!Z  Ja-nitors'  Supplier 
12  Transportation 


14-  GastFkttric  L  iqnc 

15  Water 

16  Rent  cf  High  School 
!7  Lectures 
13  Piano  »Cloch~  Cans 
IS  Te lephones 


Where  School  Taxes  Go  Can  Easily  Be  Demonstrated 
Courtesy  of  Robert  L.  Stevens  Fund  :     Made  for  Hobokeu's  Budget  Exhibit 

40 


Diagram  2,  Bureau  of  Child  Hygiene,  1908— Showing  Variation  among  Brooklyn  Physicians 

in  Finding  Physical  Defects 


Specific  Information  Often  Proves  Need  for  Standardizing  Service  before  Increasing  Servat 


41 


-A  strong  well-financed  central  agency,  representing  and 
combining  all  boroughs  is  needed  for  organizing,  coor- 
dinating and  "  clearing  "  outside  cooperation  with  public 
schools  to 

a — Have  on  file  reports  and  literature  of  all  agencies  co- 
operating with  public  schools  in  the  city  plus  im- 
portant school  data 

b — Provide  information  to  givers,  school  people  and 
interested  citizens  concerning  all  such  agencies  and 
the  schools,  associations  of  teachers  and  principals, 
etc. 

c — Analyse  promptly  the  annual  and  interim  reports 
from  schools  and  point  out  the  opportunities  for 
helping  disclosed  by  facts,  recommendations,  dis- 
crepancies, omissions,  etc. 

(1 — Keep  in  touch  with  local  boards  by  listing  the  avail- 
able agencies  and  the  school  needs  in  their  districts 

e — Invite  representatives  from  Brooklyn,  Queens  and 
Richmond  to  serve  on  committees  so  that  district 
interests  in  Manhattan  and  Bronx  will  not  be  sub- 
stituted for  a  five-borough  program 

f — Cooperate  with  the  central  committee  of  local  school 
boards  and  with  the  board  of  education  in  issuing 
and  keeping  up-to-date  a  hand  book  of  the  agencies 
available  for  school  cooperation  and  of  fields  not 
adequately  covered 

g — Secure  independent  financial  support  sufficient  to 
employ  a  number  of  expert  supervisors  and  inves- 
tigators for  the  affiliated  committees  of  volunteers, 
and  to  use  and  make  public  the  results  of  their 
work 

h — Maintain  a  mailing  list  of  10,000  persons  who  should 
be  kept  prepared  for  intelligent  action  on  important 
school  problems  through  current,  cumulative  in- 
formation 

i — Keep  constantly  before  the  public,  through  the 
school  columns  of  newspapers,  special  articles,  etc. 
the  extent  and  kind  of  cooperation  being  given 

J — Outline  100%  of  cooperation  available  and  100%  of 
school  needs  not  yet  met,  showing  gaps  where  noth- 
ing or  too  little  is  being  done  by  outsiders 

42 


k — Show  other  cooperating  agencies  that  it  is  worth 
while  passing  on  the  information  gathered  by  their 
experience  to  the  central  agency  which  should  help 
apply  it  to  the  problem  throughout  the  whole  city 

1 — Affiliate  all  cooperating  agencies  by  giving  them 
active  membership  on  central  committees  in  which 
they  are  interested  and  to  which  they  should  he  able 
to  contribute 

m — Invite  representatives  from  teachers'  and  principals' 
associations  to  serve  on  committees 

n — Act  as  a  placing  bureau  for  volunteers  wishing  to 
work  on  school  problems 

o — Arrange  conferences  on  school  needs  with  teacher-, 
principals,  superintendents  and  parents 

p — At  budget  time  and  at  other  critical  times  help  each 
agency  to  see  and  to  do  its  part  in  getting  necessary 
facts  so  as  tc  give  to  the  community  the  benefit  of 
the  work  and  judgment  of  all  agencies 

q — Endeavor  to  make  available  for  the  board  of  educa- 
tion the  suggestions  of  outside  agencies  regarding 
school  budget  changes  before  May  1st.  when  esti- 
mates and  needs  for  next  year  are  still  being  dis- 
cussed, not  after  the  board  has  made  its  decisions 

r — Secure  and  make  available  for  the  board  of  estimate 
and  apportionment  and  for  the  public  fact-  to  sup- 
port or  oppose  budget  changes  which  affect  schools 
or  school  children 

s — Arrange  for  the  appearance  at  taxpayers'  hearings 
of  representatives  from  the  agencies  which  are  op- 
posing or  supporting  budget  changes  with  facts 

t — Do  the  "follow-up"  work  with  school  officials,  board 
of  estimate  and  public  shown  to  be  necessary  by  a 
study  of  the  facts,  criticisms  and  suggestions  of  the 
1912  school  inquiry  and  succeeding  inquiries 

u — By  virtue  of  its  facts  and  its  ex'pertness.  maintain  in- 
dependence of  school  authorities  as  the  only  way  to 
be  progressively  helpful 

43 


-That  the  board  of  estimate's  committee  on  school  inquiry, 
at  this  time  when  its  experts  are  studying  both  educa- 
tional and  business  aspects  of  school  problems,  call  a  con- 
ference of  or  arrange  communication  with  all  agencies, 
public  and  private,  which  are  cooperating  with  public 
schools 

a — To  consider  questions  and  opportunities  arising  from 
available  citizen  cooperation 

b — To  consider  the  desirability  and  method  of  conduct- 
ing a  central  agency  which,  through  all  other 
agencies,  shall  cooperate  all  the  time,  with  all 
schools  in  all  boroughs 


44 


Mentions  of  Outside  Interest  in  Public  Schools  in  the  Annual 
Reports  of  the  City  Superintendent  for  1902-1911 


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45 


Analysis*  of  697  Communications  from  Agencies  and 
Individuals  Outside  the  System  Reported  in  the 
Minutes  of  the  Board  of  Superintendents  and  the 
Board  of  Education  for  1905-June,  1911 

I.     Nature  of  Communications 

1.  101  cases  of  actual  cooperation  and  gifts  offered  to  the  schools 

23  offers  from  settlements,  churches  and  various  institutions 
to  have  public  lectures  in   their  assembly  halls 

31  offers,  largely  from  organizations,  of  medals  for  contests 
and  admission  to  exhibitions,  of  equipment  such  as  dec- 
orations, trees  for  arbor  day,  anatomical  models,  flags, 
patterns,   books,   maps,   etc 

13  offers  of  equipment  from  business  concerns  such  as  the 
Kennedy  Valve  Manufacturing  Company.  Real  Estate 
Management   Company,   May  Manton   Pattern   Company 

11  communications  from  individuals,  of  whom  nine  are 
physicians  and  specialists  offering  free  treatment  to  the 
school   children 

Several  offers  of  the  New  York  Library  for  increased  refer- 
ence use  of  the  branches  by  schools,  offers  of  the 
museums  and  a  formal  offer  from  the  Society  for  the 
Prevention  of  Cruelty  to  Children  to  take  charge  of  all 
cases  of  crime  committed  by  or  against  children,  etc 

2.  157  cases  of  organizations  and  individuals  wishing  to  use  the  pub- 

lic schools 

a.  40  for  the  benefit  of  school  children 

Includes  health  offers  from  Dental  Hygiene  Council  to  exam- 
ine teeth  in  twelve  schools;  the  Committee  on  Tuberculosis 
to  establish  anaemic  classes;  the  Neurological  Institute  to 
visit  public  schools  and  examine  the  children,  etc 

Six  requests  for  teachers  made  by  hospitals  and  charity 
agencies  wishing  to  conduct  special  classes  on  ferryboats 
and   in   institutions 

The  Parks  and  Playgrounds  Association  requests  the  use  of 
two  school  grounds  in  the  afternoon 

The  Committee  on  Tuberculosis  requests  permission  to 
exhibit  in  the  schools  and  to  have  children  attend  the 
tuberculosis  exhibit 

Four  mothers'  clubs  ask  to  be  allowed  to  give  entertain- 
ments charging  for  admission  to  purchase  pictures,  equip- 
ment, etc.,  for  the  schools 

b.  117    requests    for   the    benefit    of    outside    organizations    or    the 
indirect   benefit   of   schools 

52  for   the   cooperation   of  teachers   and   children   in   contests, 

exhibits,    etc.,    including    a    request    for    special    exercises 

on   McKinley's  birthday,  Washington's  birthday,  Thomas 

Jefferson's    birthday,    Lincoln    Centennial,    etc.;    requests 

from    temporary    organizations    like    the    Hudson-Fulton 

Celebration  for  the  participation  of  children   in   festivals, 

requests  for  exhibits  of  school  work  made,  for  example. 

by   the   Municipal  Art   Society  and    National   Arts    Club; 

offers   of   prizes   on    subjects   in   which    the   organizations 

are  interested;  a  request  from  the  New  York  Symphony 

Orchestra  for  a  chorus  of  school  children;  and  the  offer 

of  a  prize  by  the  New  York  Herald  for  a  cartoon  drawn 

by  a  school  child 

*The  analysis  on  which  this  summary  is  based  was  made  by  Miss  Taussig  in  October 
and  November,  1911 

46 


11  for  the  use  of  buildings  or  class-rooms  for  meetings,  con- 

certs, etc.,  including  a  request  from  the  Greek  Syrian 
Catholic  Church  for  a  room  in  which  to  teach  Arabic; 
from  the  Brooklyn  Neighborhood  Association  for  Sun- 
day   evening   forums   in    the    Commercial    High    School 

9  relative  to  the  course  of  study;  for  example,  the  Ethical 
Culture  School  asked  permission  to  obtain  specimens  of 
handwriting;  in  the  public  schools;  the  Royal  Hungarian 
Museum  of  Commerce  requested  the  correction  of  teach- 
ing on  the  political  status  of  Hungary;  the  Esperanto 
Congress  requests  permission  to  give  lessons  in  the  high 
school 

7  for  equipment  to  be  loaned  by  the  schools,  lantern-slides, 
statues,  pictures,  etc.;  including  a  request  from  the 
Society  for  the  Prevention  of  Cruelty  to  Animals  for 
permission  to  distribute  badges  and  a  demand  from  the 
Allied  Printing  Trades  in  190S  that  only  union  workers 
be  used  for  school  printing 

5  to  use  schools  in  raising  funds  for  the  Lakewood  monu- 
ment, George  Washington  Memorial,  Frigate  "Consti- 
tution,"  new   schools   in    San    Francisco,   etc. 

3  for  permission  to  give  lectures  on  tuberculosis  or  cigarette 
smoking 

9  for  permission  to  see  the  school  records  to  secure  the 
names  of  the  graduating  class,  information  about  anaemic 
children,  etc.  The  Bureau  of  Labor  in  1908  wished  to 
interview  principals  about  child  labor.  In  1909  the  New 
York  Child  Labor  Committee  asked  permission  to  work 
in  the  office  of  one  of  the  district  superintendents 
4  for  teachers  of  blind  an  anaemic  children  and  for  a  tuber- 
culosis preventorium 
Also  miscellaneous  items  such  as  the  request  of  the  Russian 
Liberty  Organization  that  school  children  write  to  the 
emperor  asking  privileges  for  Russian  children  and  of 
the  United  Citizen  Peddlers'  Association  for  permission 
to  stand  near  public  school  buildings 

3.  353  recommendations,   objections   and   requests  from   organizations 
and  individuals   outside   the   school   system 

99  requests  from  57  groups  of  citizens  and  parents  from  all 
parts  of  the  city,  32  taxpayers'  associations,  20  boards 
of  trade,  organizations  and  individuals  for  new  buildings, 
building  sites  and  additions,  or  for  relief  from  over- 
crowding  and  provisions  for  children  on  part-time 

12  communications    (1905)    relative   to   the   proposed   shorten- 

ing  of   the   school    day 

Requests    for   additional    attendance    officers 

A  request  from  the  Colored  Orphan  Asylum  asking  to  be 
taken  over  by  the  board  of  education 

A  recommendation  from  the  Public  Education  Association 
in  1907  that  the  maximum   size  of  classes  be  forty  pupils 

A  communication  from  the  Federation  of  Women's  Clubs 
calling  attention  to  the  poor  provision  for  secondary 
education  of  girls  below  14th  Street 
5  communications  about  the  school  budget,  including  a  re- 
quest from  the  Committee  on  the  Congestion  of  Popula- 
tion for  $2,500  towards  school  gardens;  objections  made 
by  the  Bureau  of  Municipal  Research  in  1910  to  discrep- 
ancies between  budget  estimates  and  the  school  records; 
and  the  request  of  the  Public  Education  Association  for 
visiting  teachers  as  part  of  the  school  system 

47 


16  communications  about  the  course  of  study;  complaints 
of  excessive  home-work,  requests  for  more  attention  to 
essentials.  (Seven  of  these  are  communications  from  in- 
dividuals) 

14  suggestions  and  recommendations  about  defective  children, 
requesting  the  organization  of  classes  for  cripples,  sug- 
gesting classes  for  the  blind  and  recommending  a  class 
for  backward  children 

14  requests  for  the  establishment  and  remodeling  of  evening 

schools  made  by  the  Public  Education  Association,  by 
groups  of  citizens  and  by  parents'  associations 

13  suggestions  about  school  health  coming  from  the  Associa- 
tion for  Improving  the  Condition  of  the  Poor,  Board 
of  Trade,  Merchants'  Association  regarding  eye-strain 
of  pupils,  requesting  abolishment  of  the  drinking-cup, 
suggesting  school  feeding.  The  National  League  for 
Medical  Freedom  in  1911  urges  reasons  against  com- 
pulsory   medical    examination 

9  requests   for   kindergartens 

15  suggestions   about   vacation    playgrounds,   evening   recrea- 

tion centers,  school  gardens 

Requests    from    the    board    of    aldermen    for    the    opening   of 

play   centers   in    school   yards 
Suggestion    of   new   methods    of    education;    the   organization 

of   a    drum    and    fife    corps    and    provision    for    swimming 

pools    in    the    basement    of    schools 

2  requests    for    the    introduction    of    Italian    an    an    elective 

study 

42  communications,  largely  from  individuals  and  taxpayers' 
associations,  recommending  the  appointment  of  specific 
principals    and    superintendents 

3  complaints  against  teachers  from  three  individuals 

11  objections  to  and  six  recommendations  for  the  transfer 
of  pupils  or  teachers 

99  communications  relating  to  the  question  of  transportation 
of  children  in  the  outlying  districts 

Miscellaneous  requests  made  by  outside  agencies  include  the 
excuse  of  Jewish  employees  on  holy  days,  requests  for 
a  fireman  in  each  public  school 

4.  86   recommendations,    objections,    requests    from    city    departments 
and  school  associations 

Communications  from  16  organizations  of  teachers  and  prin- 
cipals are  largely  relative  to  details  of  school  adminis- 
tration, recommending  a  system  of  discipline,  amend- 
ments to  the  by-laws,  the  use  of  names  instead  of  num- 
bers to  designate  schools.  The  Association  of  Women 
Principals  has,  since  1907,  been  suggesting  methods  for 
relievmg   eye-strain   of   pupils 

16  communications   about   buildings,    largely    from   the   board 

of  aldermen,  for  schools  in  specific  localities  and  sug- 
gestions about  changes  that  should  be  made  in  certain 
schools 

5  suggestions  from  the  department  of  health  requesting  in- 
formation and  complaining  of  teachers'  failure  to  co- 
operate 

Requests  from  the  board  of  aldermen  for  the  opening  of 
play   centers   in    school   yards 

48 


BUREAU  OF  MUNICIPAL  RESEARCH 

HISTORY 

January  1st,  1906    Organized  as  "Bureau  of  City  Betterment" 
May  3rd,  1907  Incorporated  as  "Bureau  of  Municipal  Research" 

PURPOSES 

To  promote  efficient  and  economical  municipal  government ;  to  promote  the 
adoption  of  scientific  methods  of  accounting  and  of  reporting  the  details 
of  municipal  business,  with  a  view  to  facilitating  the  work  of  public  officials; 
to  secure  constructive  publicity  in  matters  pertaining  to  municipal  prob- 
lems; to  collect,  to  classify,  to  analyze,  to  correlate,  to  interpret  and  to 
publish  facts  as  to  the  administration  of  municipal  government.  (Articles 
of  Incorporation) 

SOME  PUBLICATIONS  ON  SCHOOL  MATTERS 

School  Reports  and  School  Efficiency  (60  copies  left) $1.50 

Bureau  of  Child  Hygiene  (out  of  print)..— 

Outside  Cooperation  with  Public  Schools  of  Greater 

New  York 35c 

A  Report  on  the  Division  of  Child  Hygiene  (1911) lOo 

Questions  Answered  by  School  Reports  as  They  Are  (1909) ...    6c 

School  Progress  and  School  Facts  (1909)  25c 

School  Stories;  A  Topical  Guide  to  Education  Here  and 

Now  (Illustrated;    abridged) 6c 

AMONG  275  EFFICIENT  CITIZENSHIP   SCHOOL  BULLETINS 

No.  515— Success  in  School  (reprinted  from  The  School  Review) 
No.  521— How  May  a   Community   Learn   its    Unmet   School 

Needs 
No.  520— The  Need  for  School  Investigations  and  the  Results 

which  the  Public  May  Properly  Expect 
No.  424— School  the  Year  Around— Is  it  Coming? 
No.  436— A  National  Clearing  House  for  Educational  Inquiries 
No.  441—  The  Improving  Reputation  of  School  Reports 
No.  507— What  Is  the  Matter  with  the  American  Public  School? 
No.  526— Some  Newspapers  which  Value  School  News 
No.  416— How  Many,  When  Do,  Why  Do  Children  Pail  ? 
No.  485— What  Outsiders  Are  Doing  to  Aid  Work  of  Public 

Schools 
No,  390— Work  Now  Being  Done  by  Local  School  Boards,  Man- 
hattan, with  Recommendations  for  1910-1911 
No.  362— What  Should  Medical  Examiners  Look  For  P 
No.  355— Efficiency  in  Getting  Things  Done  Through  Public 

Schools 
No.  391 -Where  There's  a  Will,  There's  a  Nurse 
No.    41— The  Handicap  Race  Toward  Graduation  (R.  L.  Stevens 

Fund) 
No.  332— Part  Time  Pacts  Sought 
No.  251 -Publicity  Helps  Education's  Cause 
No.     35— What  Can  and  Do  School  Reports  Show  ? 
No.  331— Have  You  a  Dental  Hygiene  Exhibit? 
No.  346— Map  Showing   States   Having  Medical  Examination 

Laws  (1910)  with  Questions  as  to  Next  Steps 


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